Lesson Plan

Group 6 Project
Dr. Johnston
MEDT 7465
November 2017

Group Members:
Tammy Hotchkiss
Gerri Langley
Shervon Lewis

Website: https://7465dlrgroup.weebly.com
Topic: Social Studies - Economic Understandings
Establishing a Household Budget

Standard: SS4E2 The student will identify the elements of a personal budget (income,
expenditures, and savings) and explain why personal spending and saving decisions
are important.

AASL Standard
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and
make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.

Audience: 4th grade students

Learning Objectives:

1. Students will research and determine a career based on their likes and
interests.
2. Student will gather data from a real-world experience on the financial needs of
a family.
3. Student will determine budget based on the needs of their career choice.
4. Students will create a savings plan.
5. Students will calculate income and expenses.
6. Student will create a shopping list based on the specified budget requirements.
Lesson Implementation:
100 % Online Course

Modules:
Module 1: Introduction to information
By: Shervon Lewis
Application: BrainPop Jr.
Focus: Video used to check for background knowledge.

Module 2: Career Choice

By: Tammy Hotchkiss
Application: Bureau of Labor Statistics
Focus: Students will research and determine a career based on their likes and
interests.

Module 3: Budget
By: Gerri Langley
Application: Coggle
Focus: Create a budget Based on career chosen in Module 2.

Module 4: Spending
By: Tammy Hotchkiss
Application: Out of Milk
Focus: Making a real-world connection on spending within a budget.

Module 5: Income and Expenses

By: Shervon Lewis
Application: Google Sheets
Focus: Calculating the income and expenses of the groups.

Module 6: Assessment
By: Gerri Langley
Application: Flipgrid
Focus: The teacher will assess if the students have learned the elements of
saving money.

Course Outline:

Home Page:
 https://7465dlrgroup.weebly.com
Contains standards and learning objectives.

Start Here Page:

https://7465dlrgroup.weebly.com/start-here.html
Initial Page to begin course with explanation of what is expected.

Module 1:
https://7465dlrgroup.weebly.com/module-1.html
Introduction to Information
By: Shervon Lewis

Module Objective: Students will watch video to understand the concepts of

budgeting and expenses.

Digital Media BrainPop Jr. is an animated site for kids to learn covering
Resource: various topics including Social Studies.

Practice or Students will start the lesson by discussing the process of

Assessment: earning money, expenses and budgeting.

Following the brief discussion, students will watch a video on

BrainPop Jr. that will reinforce the discussion and teach the
students the process for how earning money and budgeting
works in a household.

After the video, students will discuss what theyve learned and
ask questions to obtain clarity. Students will then be guided
towards the following project, where they will be placed into a
real-life scenario and asked to perform as though they are
making financial decisions.

As a homework assignment, students are to join each other on

Skype to discuss what theyve learned and how they will move
forward in the project.

Module 2:
https://7465dlrgroup.weebly.com/module-2.html
Career Choice
By: Tammy Hotchkiss
Module Objective: Students will research and determine a career based on their
likes and interests.

Digital Media Storybird book using personalization principle with humor that
Resource: students can relate to when determining their career choice.
YouTube videos made by Kids.gov demonstrating various
careers and their job descriptions.
Bureau of Labor and Statistics used to assist students in
selecting a career relevant to their personal likes and interests.
Google Forms will be used for the assessment portion of this
module.

Practice or The module will consist of four parts:

Assessment: Part 1 : Read the book - Benny Chooses a Career.
Part 2: Watch at least (2)two videos about careers.
Part 3: Answer the questions in the slide bar.
Part 4: Visit the Bureau of Labor and Statistics Career
Exploration website and choose your career.
Part 5: Build your very own first resume.

Students will read a book that will prompt them to start engaging
the topic of career choice.

Student will then choose two career videos that are relevant to
gain an idea about what careers might interest them. They will
choose from videos where real people are explaining their
careers such as: aerospace engineer, marine biologist,
veterinarian, developer, fine arts specialist, brain scientist, army
dentist, archeologist, marine pilot.

Student will be assessed through a series of open ended short

answer questions relevant to the observations made while
watching the video of their choice. This will assist them in
determining their personal goals and strategies in relation to
career choice.

Students will use the Bureau of Labor Statistics, to choose a

career exploration based on their own personal interests and
establish relevance while increasing learner motivation. The
student will analyze and organize information by selecting a
career path based on their career choice, enabling them to
determine information such as: median pay, educational
 requirements, job availability, work environment, and
occupational employment statistics. Students will research the
various job descriptions to determine the one that best suits their
own career path. Each career will be based on their own
personal interest. Since many of the features of this application
are based on the student's personal preferences, it will make the
learning experience more meaningful and personal to them
individually. Under the occupational finder, students will be able
to use a tool to assist them in to locating salary information based
on their career choice. Since this application enables them to
determine wages based on the location that they live in using by
their own zip code, they will be able to establish relevance and
increase learner motivation.

Finally, the student will create his or her own printable resume for
that career.

Module 3:
https://7465dlrgroup.weebly.com/module-3.html
Budget
By: Gerri Langley

Module Objective: Students will create a budget based on the career he or she
chose.

Digital Media Coggle.it will be used to create a concept map.

Resource:

Practice or Using Coggle (coggle.it), students will gather recorded data and
Assessment: establish what they will need to replicate and improve their
current household need. They can be as detailed as they want.
The concept map should include real world scenarios such as:
Mortgage/Rent
Utilities
Groceries
Vehicle
Health Insurance

They will also figure out a way to save money to achieve a

shared family goal. The teacher will provide a very slim sample
budget from Coggle. The students will be a lot more detailed and
 in depth.I will provide my students with a form for them to take
home and have a parent/legal guardian help fill out.

https://coggle.it/diagram/We5msQh8KAAB90Xy

Module 4:
https://7465dlrgroup.weebly.com/module-4.html
Spending
By: Tammy Hotchkiss

Module Objective: Students will make a real-world connection on spending within a

budget using Out of Milk application.

Digital Media Out of Milk will be used to create a shopping list for the grocery
Resource: store with pricing and quantity.
YouTube video will demonstrate the proper use of the Out of
Milk Application.
iMovie will be used to create the video.
Google Forms will be used for the assessment portion of this
module.

Practice or Go Shopping! Using the meal planning application Out of Milk

Assessment: (https://www.outofmilk.com), students will plan a menu by
choosing (1) one healthwise meal from the following: 1 Breakfast,
1 Lunch, or 1 Dinner.

This module will consist of (6) six parts:

Part 1 : Determine which meal to prepare.
Part 2: Determine what items will be needed.
Part 3: Observe instructional video on the how to properly
use the Out of Milk application.
Part 4: Create a shopping list with Out of Milk application.
Part 5: Utilize budgeting tactics such as coupons, sale
paper ads, brand vs generic methods in order to adhere to
specified budget.
Part 6: Answer questions relevant to the assignment.

Student will begin by determining which meal they would like to

create. Meeting with a family member who prepares their meals,
student will determine what items they would enjoy preparing for
their family.

Using either a cookbook, online cooking recipe, or other form of

recipe informative, student will determine what items will be
needed to prepare the meal.

Student will observe a video on the steps to take to use the Out
of Milk application.

Student will create a shopping list of necessary items on menu

with comparative pricing of name brand vs generic.

Student will adhere to the specified budget created in Module 3.

Students may use sales paper ads, coupons, and other
budgeting tactics to assist with staying in their budget restriction.
Steps taken will be:
1. Decide what they are going to be cooking.
2. Look up recipes for what they are cooking.
3. Make a list of what items they are going to need to
purchase.
4. Decide what store they are going to purchase the
items.
5. Check local advertisements for sale pricing for the
items.
6. Search for coupons for the items they are
purchasing.
7. Obtain pricing for the items they are purchasing.
8. Compare pricing on name brand items verses
generic brand items.
9. Tally your total cost and evaluate if it is within their
specified budget for the project.

Student will be assessed by a series of short answer questions

relevant to the assignment. The questions use critical thinking
skills to enforce the need to evaluate how the amount of money
they were able to spend with the choices they had to make while
determining what is actually needed vs what they actually
wanted.

Materials needed: calculator, grocery store ads from local

newspaper, and coupons. Materials needed: calculator, grocery
 store ads from local newspaper, and coupons.

Module 5:
https://7465dlrgroup.weebly.com/module-5.html
Income and Expenses
By: Shervon Lewis

Module Objective: Students are to learn how to structurally manage income and
expenses to create their household budget. Given the information
theyve collected in the previous modules, students are to create
a budget for a household and effectively manage it.

Students will collaborate as a group to determine the information

added to the budget.

Digital Media Using GoogleSheets, students will collaborate to create and

Resource: maintain a budget.

Budget For Family

Practice or We will set the students up with access to a previously formatted

Assessment: GoogleSheets spreadsheet.

Using their parents/guardians as a resource, students will gather

information for their project from the list noted below.

Students will ask their parents for the information for their familys
household expenses.

Once the students have the information, they are to collaborate

using Flipgrid and have a discussion area set up for each item
on the list.

Students will then calculate the average amount between their

households to determine the cost for this project.

Once students obtain access, they are to fill in the fields with the
following information:

Salary - they are input this information first as it will

 establish the income left over for the students to work with.
As the students fill in the following expense amounts they
will be able to immediately see the change in the Amount
Remaining
Power
Cable
Internet
Natural Gas
Mortgage
Groceries
Gasoline

Once the fields are completed and filled in, students are to
collaborate as a group online via the Chat feature in
GoogleSheets to discuss how the money is being spent and
also to understand how to make adjustments if needed.

The students use class time to begin the collaboration process.

Students are to continue the project at home and collaborate

using Mentimeter if class time doesnt allow.

When students come back together in the classroom, they will

discuss the findings and assess what they would do differently if
applicable.

Students are also given the opportunity to discuss potential

luxuries to add to the budget i.e. Mobile Phone and
Entertainment.

Module 6:
https://7465dlrgroup.weebly.com/module-6.html
Assessment
By: Gerri Langley

Module Objective: To assess the students learning from the Establishing a

Household Budget unit.

Digital Media Flipgrid The teacher will post a video and the students will post
Resource: a video response back on what he or she learned.
Practice or The students will be able to tell the teacher what they identified
Assessment: when looking at personal budgets and why personal spending
and saving decisions are important. The students will reply to the
teachers Flipgrid on what he or she learned from budgeting and
saving. This will be used to assess the student.
https://flipgrid.com/7f48df

All of these lessons would then lead into a more in-depth lesson
on check registries, etc. Those are skills taught in the 5th grade.

Lesson Plan:
https://7465dlrgroup.weebly.com/lesson-plan.html
(each module was completed by the individual group member)

Digital Media Tools Utilized:

https://7465dlrgroup.weebly.com/tools.html

Application Used Link

Scribd https://www.scribd.com/upload-
document#

Weebly https://www.weebly.com

Brain Pop, Jr. https://jr.brainpop.com

YouTube https://www.youtube.com

Storybird https://storybird.com

Bureau of Labor and Statistics https://www.bls.gov/k12/content/students/

careers/career-exploration.htm

Coggle https://coggle.it

Out of Milk https://www.outofmilk.com

Google Sheets https://www.google.com/sheets/about/

Flipgrid https://info.flipgrid.com

iMovie https://www.apple.com/imovie/

Google Forms https://www.google.com/forms/about/